Public lic H Hea ealth I Inci cident Lea Leadership ip - - PowerPoint PPT Presentation

Public lic H Hea ealth I Inci cident Lea Leadership ip

January 28, 2016, 1:00 PM EST

#DisasterLearning Mickey Scullard, MPH MEP Deborah Radi, BSW, MBA MDH, Emergency Preparedness & Response University of Minnesota School of Public Health (U-SEEE PERRC)

Disclaimer

The views expressed are those of the authors and do not necessarily reflect the official policy or position of the Uniformed Services University of the Health Sciences, the Department of Defense, or the United States Government.

Office of Emergency Preparedness & Response

Mickey Scullard, MPH MEP Deborah Radi, BSW, MBA MDH, Emergency Preparedness & Response University of Minnesota School of Public Health (U-SEEE PERRC)

Public Health Incident Leadership

• Describe the attributes of a successful Public

Health Incident Commander.

• Understand the difference between everyday

leadership versus leadership during a public health emergency response.

• Recognize the importance of developing a

reliable emergency response team.

• Define how to use critical communication

skills during an emergency response.

Ob Objec ectives es

“Many attributes of leaders that would facilitate their effectiveness in general would also be useful in getting others through a crisis…” (DuBrin 2013)

What is crisis leadership?

“The process of leading group members through a sudden and largely unanticipated, intensely negative, and emotionally draining circumstance.” (DuBrin 2013)

Crisi sis L s Lea eadersh ship

Attributes of Effective Disaster Responders

• ICS Training
• General Training and Experience
• Teamwork and Interpersonal skills
• Communication
• Cognition
• Problem-solving/Decision-making
• Adaptable/Flexible
• Calm/Cool
• Character
• Performs Role

Crisi sis L s Lea eadersh ship

Preparing for Surprise

• Comfort with ambiguity
• Learn fast and adjust
• Effective communication
• Delegation
• Take initiative
• Transparency
• Knowledge
• Public health science
• NIMS/ICS
• Public health law
• Understanding people

and complex systems

• Competence in Public Health Science
• Decisiveness
• Situational Awareness
• Coordination
• Communication
• Inspires Trust

Crisi sis L s Lea eadersh ship i in Public Hea ealth th

• Transformational Leadership
• Meta-Leadership
• Adaptive Leadership

Everyday L y Leader ership

Tran ansformation

• nal L

Leader ership

• Model the Way
• Clarify shared values
• Set an example
• Inspire a Shared Vision
• Find a common

purpose

• Enlist others
• Challenge the Process
• Seize initiative
• Forward-thinking
• Learn from the past
• Enable Others to Act
• Foster collaboration
• Create climate of trust
• Develop competence

and confidence

• Encourage the Heart
• Recognize

contributions

• Create spirit of

community

• Transformational Leadership
• Meta-Leadership
• Adaptive Leadership

Everyday L y Leader ership

• Overarching leadership across
• rganizational lines
• Unites people and agencies under a

common purpose and “shared course of action”

• “Imaginative multidimensional problem

solving” (Marcus, Dorn, and Henderson 2006)

Met eta-Lea eader ership

Applying Meta-leadership to emergency response:

• Cross-organizational partnerships with other

departments

• Cross-organizational partnerships with other

response entities

• BIG picture perspective
• Work outside of subject matter expertise

Met eta-Lea eader ership

• Transformational Leadership
• Meta-Leadership
• Adaptive Leadership

Ev Everyday Leader ership

Adap aptive L e Lead ader ership

• Maintain disciplined

attention​

• “Focus on tough

questions”​ ​

• Give the work back to the

people​

• Build self-confidence​

​

• Protect voices of

leadership from below​

• Give others a voice
• Get on the balcony​
• Broad level view​

​

• Identify the adaptive

challenge​

• Diagnose roadblocks​

​

• Regulate distress​
• Strike a balance

Applying Adaptive Leadership to emergency response:

• Get on the balcony to achieve situational awareness​
• Regulate distress through monitoring of workloads, staff,

and resources​

• Keep team members focused on the responsibilities

associated with their role​

• Delegate, direct, and oversee

Adap aptive L e Lead ader ership

High R Reliabil ilit ity Teams

Can always be counted on to perform

• Form and reform for each response
• Engage in regular feedback
• Develop a sense of trust and confidence
• Create mechanisms to cooperate and coordinate
• Manage and optimize performance outcomes

High R Reliabil ilit ity Teams

• Hold a Shared Mental Model
• Have clear roles and responsibilities
• Optimize resources
• Have clear, valued, and shared vision and…

STRONG LEADERSHIP

High R Reliabil ilit ity Teams

Reasons the Leader needs to set the tone:

• Major mind shift
• Team members may not know each other
• Confidence in the Incident Commander and each other
• “Same page”

Setti ting t the e Tone

Skill

Situational Awareness Common Language

• S-BARR-Out
• CLC-IN

Shared Mental Model

Model

“Me” “You” “Us”

Who

Individual Individual Team

Team am C Communication Distilled ed

• Knowing current conditions affecting team’s work
• Knowing the status of a particular event
• Knowing the status of the communities affected
• Understanding the operational issues affecting

the team

• Maintaining mindfulness affects my own work

Situation

• nal

al A Awar aren enes ess

A shared mental model is the perception of, understanding

• f, or knowledge about a situation or process that is shared

among team members through communication. Sustained by:

• The process of planning
• Team decision-making
• Vocalizing

Shared ed M Mental al M Model el

• S = Situation
• What’s the situation?
• B = Background
• How did we get here? (the context)
• A = Assessment
• What do I think is the problem?
• R = Recommendation
• What are we going to do to fix the identified problem?
• R = Request
• What do you want me to do?

S-BARR: Situation

• nal B

Briefing g Model el

Clos

• sed Loop
• op C

Com

• mmunication

ion

Skill Briefing Huddle Hand-offs Callouts Model Planning Problem Solving Process Improvement Who? Team or subsets 2 or more people (small group) Team, individuals

Creating High R Reliabil ilit ity

• Form the team
• Designate/Delegate

team roles and responsibilities

• Establish climate and

goals

• Engage team in short-

and long-term planning

Briefings

Problem Solving

• Hold ad hoc, “touch-

base” meetings to regain situational awareness

• Discuss critical issues and

emerging events

• Anticipate likely

contingencies

• Assign resources
• Express concerns

Hu Huddles

• The transfer of

information (along with authority and responsibility)

• Includes an opportunity

to ask questions, clarify, and confirm.

Ha Hand-offs ffs

• Everyday leadership skills translate to

crisis leadership situations

• These skills help leaders effectively

manage disaster responses and build…

• High reliability teams result from:
• Strong Leadership
• Leaders role modeling effective

communication techniques

Summar ary/ y/Con

• nclusion

The Public Health Incident Leadership Course can be accessed at: http://www.health.state.mn.us/oep/training/useee/ind ex.html Improving Team Performance in a Public Health Response This E-Learning series on MNTRAIN consists of 4 training

• modules. (http://mn.train.org, Course ID #1053632)

Questi tions? s?

• Begun, J., & Malcolm, J. (2014). Leading public health: A competency framework. New York, NY: Springer

Publishing Company, LLC.​

• Deitchman, S. (2013). Enhancing crisis leadership in public health emergencies. Disaster Medicine and

Public Health Preparedness, 7(5), 534-540.​

• DuBrin, A. J. (Ed.). (2013). Handbook of research on crisis leadership in organizations. Cheltenham, UK ;

Northampton, Mass: Edward Elgar Publishing.​

• Heifetz, R., & Laurie, D. (1997). The Work of Leadership. Harvard Business Review, January-February, 124-

134.​

• Kouzes, J., & Posner, B. (2007). The Leadership Challenge. San Francisco, CA: Jossey-Bass.​
• Marcus, L., Dorn, B., & Henderson, J. (2006). Meta-leadership and national preparedness: a model to build

government connectivity. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science. 4(2), 128-134.​ ​

Referen ences es

• These activities were sponsored by

University of Minnesota: Simulations and Exercises for Educational Effectiveness (U- SEEE), supported in part through a grant from the Centers for Disease Control and Prevention (CDC)/COTPER. The contents are solely the responsibility of the authors and do not necessarily represent the

• fficial views of CDC. Principal Investigator:

Debra K. Olson.

Attribution ions